Explicit design for real estate education

Jong, Peter de; Dooren, Elise van; Heijer, Alexandra den

doi:10.15396/eres2015_edu_113

Cited by 1 publication

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“…The second part of the course consists of different phases-exchange, negotiation and elaboration-to reach an integral strategy of the group in the end. Next to didactics on course structure and phasing, elements of explicit design education (Cross 2006;Van Dooren et al 2014) and policy gaming (Geurts et al 2007;Bruil and Van der Toorn Vrijthoff 2011) are used to set up this course (De Jong et al 2015).…”

Section: Area (Re)development In the Metropolitan Landscapementioning

confidence: 99%

Cultivating the next generation designers: group work in urban and regional design education

Chen

Rooij

et al. 2019

Int J Technol Des Educ

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This article contributes to the discussion about learning from group methods in design education. Based on action research results, it presents and reflects on teaching activities related to urban and regional design in TU Delft, Faculty of Architecture and the Built Environment, conducted and coordinated by the authors. Constructive alignment of the teaching triangle and feedbacks from students and teachers are used to assess the effectiveness of learning from group methods in these courses from the perspective of teaching quality. The evaluation does not aim for revealing missing components or links in theory on design education. Instead, it is using existing theories to analyse education practices, for a better understanding and performance of group work in a specific field of design education. The conclusions of the article focus on pros and cons of group work in urban and regional design education, with highlighted common challenges for teaching, such as assessment on individual performance, as well as specific ones, such as stimulating ‘out of the box thinking’ and supervising interdisciplinary groups.

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Section: Area (Re)development In the Metropolitan Landscapementioning

confidence: 99%